Tutorial wc 23/2/2026: CCE, CSE/Modern Slavery

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• Tutorial
• Further Education (Key Stage 5)

Criminality: CCE / Modern Slavery

Twilight Inset - 28/4/2026

Contents Page

• Hello and welcome to Summer Term 1

• Important message

• Cohort known experiences

• Inset on CCE and Modern Slavery

• Where to go for help

• Q&A

Dear Staff members,

The information we are about to share is the current known issues that some of our pupils are facing, they will not named and this INSET is focused on developing our own knowledge on these incidents.

 

Current Issues

Current concern

Services working with

PWJS, Police, Social Care

Drug use

Drug Dealing

Anti social behaviour

Theft

Assault

Alcohol use

Gang Violence

The Evolving Landscape of Drug Use

1. Current Trends: Move away from traditional "street drugs" toward high-potency cannabis (edibles/vapes) and prescription pills (Xanax, Codeine).

2. The "Edibles" Trap: Professional-looking packaging (often mimicking Nerds or Skittles) makes detection difficult in school settings.

3. Signs to Watch For:

   • Sudden drop in hygiene or, conversely, a sudden influx of expensive "designer" accessories.

   • Persistent "cough" or lethargy (common with vaping/THC oil).

   • Frequent, unexplained money or multiple "burner" phones.

Drug Dealing & County Lines

1. Definition: "County Lines" involves gangs from urban hubs using mobile phone lines to export illegal drugs to suburban or rural areas.

2. The Role of Pupils: Used as "mules" or "runners" because they are less likely to be stopped by police.

3. The Hook: Debt bondage. A pupil is "given" drugs or a gift, which is then "stolen" or "lost," forcing them to work off the debt.

4. Terminology to Know: * Trapping: Dealing.

   • Cuckooing: Taking over a vulnerable person's home.

   • Going OT (Out There): Traveling to deal drugs.

Gang Violence & The "Business Model"

1. Shift in Perspective: Modern gangs operate more like businesses than "postcode rivals."

2. The Social Media Influence: Music videos (Drill) and platforms like Snapchat/TikTok are used to taunt rivals and recruit young people.

3. Violence as Branding: Acts of violence are often filmed and uploaded to boost the "reputation" or "creds" of the group.

Theft & Acquisitive Crime

• The Motivation: Often driven by the need to fund a lifestyle seen on social media or to pay off "debts" to exploiters.

• Shoplifting & E-Commerce: Rise in "flipping" stolen goods on secondary marketplaces (Vinted, Depop, Telegram).

• Moped/E-Scooter Crime: The use of fast, anonymous transport for "snatch-and-grab" thefts (phones/bags).

Anti-Social Behaviour (ASB) vs. Exploitation

1. Redefining ASB: What looks like "disruptive behavior" in the community is often a cry for help or a symptom of trauma.

2. The Impact: ASB often leads to "Acceptable Behaviour Contracts" (ABCs) or injunctions, which can ironically push a child further into the arms of a gang for "protection" against the system.

3. Key Indicators:

   • Pupils congregating in specific "hotspots" (stairwells, parks, fast-food outlets).

   • Aggression toward authority figures as a "performance" for peers.

Vulnerability Indicators (The "Red Flags")

Category Indicators

Attendance Frequent Truancy, "missing" for periods during the day, returning with unexplained items.

Behaviour Significant change in mood, secretive phone use, use of specific slang/hand signals.

Physical Unexplained injuries, "hiding" bruises, wearing inappropriate clothing (multiple layers/balaclavas).

Social Older "friends" (associates) picking them up from school, isolation from old peer groups.

The Staff Toolkit (Actionable Steps)

1. Listen, Don't Judge: If a pupil mentions "debt" or "trouble," remain neutral. Judgment shuts down communication.

2. Report, Don't Investigate: Follow your school’s safeguarding policy (DSL). Your job is to provide the "piece of the puzzle," not solve the whole crime.

3. Curriculum Integration: How can we weave "healthy relationships" and "online safety" into our lessons to build resilience?

4. Be the "Safe Adult": Often, a teacher is the only adult in a child's life not looking to exploit them or punish them.

What is CCE?

A

Child Criminal Gangs

B

Child Criminal Exploitation

C

Criminal Cruelty Exploitation

D

Community Crime Enforcement

Halfway pause

Pause halfway (after 15 mins):

• What warning signs have you noticed?

• Who has the power in this situation?

• Is the young person making free choices?

Short paired discussion (3–4 mins).

Has this child been harmed?

1

Yes

2

No

What makes someone vulnerable to CCE?

What makes this a form of slavery?

Is there any way the outcome could have been avoided? How?

Which is a red flag for youth criminality?

A

Aggressive behaviour towards peers

B

Positive community involvement

C

Strong family support

D

Excellent academic performance

What are the two main activities described in County lines?

A

Promoting legal businesses

B

Transporting food supplies

C

Exporting illegal drugs

D

Using mobile phone lines

What role does social media play in gang conflicts?

A

Promoting educational content

B

Facilitating peaceful discussions

C

Inciting violence through online threats

D

Sharing community news

What behaviour might indicate drug use?

A

Withdrawal from friends

B

Increased academic performance

C

Sudden mood changes

D

Enhanced social interactions

Which physical signs may suggest drug use?

A

Clear skin

B

Bloodshot eyes

C

Healthy appetite

D

Unusual weight loss

What change in routine could indicate drug use?

A

Neglecting personal hygiene

B

Joining new clubs

C

Improving study habits

D

Skipping school frequently

Call or text Safecall on

116 000 to get free, confidential support if you’re being told to carry drugs or weapons, or you’re involved in a gang.

Final Thought:

"A child is never 'just a criminal.' They are either a victim of their circumstances or a target for those who exploit them. Our job is to see the child, not just the behavior."